新目标英语七年级下册教案

新

.=

本

英

语

七

年

级

4

下

册

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案

UnitlWhereisyourpenpalfrom?

Topic:

Countries,nationalities,andlanguages

Functions:

Talkaboutcountries,nationalitiesandlanguages

Askandtellaboutwherepeoplelive

Structure:

Where's/Where're...from?

Wheredoes/do...from?

Whatquestions——Whatlanguagedoes/do...speak?

Targetlanguage:

Whereisshefrom?Sheisfrom

Wheredoesshelive?Shelivesin

Whatlanguagedoesshespeak?Shespeaks

Vocabulary:

wordsaboutcountries,languages

Teachingdesign:

Thewholeunitneeds5periods,4fornewlessonsand1fortest

Period1(1a--GrammarFocus)

Keypoints:

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

Wheredoeshe/shelive?He/Shelivesin

(Homeworkforpreview)Re-task：

LettheSsgivethemselvespenpalsandtheyshouldwritedowntheir

penpals'information,suchastheirnames,countriesandcitiesthey

liveeventhelanguagetheyspeak.

TcangivetheSsanexamplemeanwhileTgivesthedifferent

countrieswhichcanbeusedbytheSs.TgivestheSsChinesewords

forthecountries,theyarefollowing:加拿大，法国，日本，美国，澳

大利亚，新加坡，英国，43S(TheSscanlookthemupinthe

dictionaryiftheyarenewforthem)

Theexampleisfollowing:

Name:CurryMuray

Age:75

From(Nationality):theUnitedStates

City:NewYork

Language:English

TeachingSteps:

Keypoints:

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

Wheredoeshe/shelive?He/Shelivesin

(Homeworkforpreview：

LettheSsgivethemselvespenpalsandtheyshouldwritedown

theirpenpals'information,suchastheirnames,countriesandcities

theyliveeventhelanguagetheyspeak

TcangivetheSsanexamplemeanwhileTgivesthedifferent

countrieswhichcanbeusedbytheSs.TgivestheSsChinesewords

forthecountries,theyarefollowing:加拿大，法国，日本，美国，澳

大利亚，新加坡,英国，111(TheSscanlookthemupinthe

dictionaryiftheyarenewforthem)

Theexampleisfollowing:

Name:CurryMuray

Age:75

From(Nationality):theUnitedStates

City:NewYork

Language:English

TeachingSteps:

Step1Leading-inTheinformationoftheteacher'sownpenpal's

information.

"Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnited

States.Doyouhaveapenpal?Whereisyourpenpalfrom?What's

yourpenpal'sname?"

Differentstudentssaytheinformationabouttheirownpenpals.T

shouldchoosethedifferentcountries.Twritesthedifferentcountries

ontheBb(bothChineseandEnglish)

Step2Learning

SectionAlaLearnthenewwordsontheBb.Thenewwordsare:

penpal;Canada;France;Japan;theUnitedStates(theUS/the

USA/America);Australia;Singapore;theUnitedKingdom(the

U.K./GreatBritain/England)

Payattentiontothepronuciationofthenewwords.

Step3Listening

lbListenandcirclethecountriesinlatheylearned

Step4Competition

Twogroupsofstudentstowritethenewwordstoseewhichgroup

doesbetter.FirstwritedowntheChinesewordswithlookingatthe

Englishmeanings,thenwritedowntheEnglishwordswithlookingat

theChinesemeanings.

(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenew

wordstheylearned)

Step5Pairwork

1cPractisethefollowingconversation:

Doyouhaveapenpal?-Yes,Ido.

Where'syourpenpal'sfrom?——He/Sheisfrom(Writeit

downontheBb)

FirstThasaconversationwithonestudentasanexamplethenletthe

Sspractiseinpairs.Atlastletseveralpairsdoitagaininclass.

Step6Leading-in

RevisethecountriesnameswithlookingattheBb.ThenTwrites

downthecitynamesontheBb.LettheSstrytofindoutwhich

countriesthecitiesarein.Thecitynamesarefollowing:

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

Step7Learning

2aLearnthecitynamestogetherwiththewholeclassjustlikeStep

2

2bListenandcirclethecitiesandcountries

2cListenandcompletethechart

Haveasimilarcompetitiontoconsolidatethenewwordsinthispart.

Step8Pairwork

Thasaconversationwithonestudentlikethefollowing:

Doyouhaveapenpal?Yes,Ido.

What'syourpenpal'sname?—His/Hernameis

Whereisyourpenpalfrom?He/Sheisfrom...

Wheredoeshe/shelive?He/Shelivesin（Writeitdownon

theBb）

LettheSspractiseaftertheT'sexampleinpairsthenseveralpairsdo

itinclass.

Step9Exercise

MypenpalisfromAustralia.（划线提问）

John'spenpalisfromJapan.（划线提问）

HelivesinParis.（划线提问）

Homework:

Readandcopythenewwords.

CopythesentencesinGrammarFocus

MakeupthequestionsaboutJodiein2cThequestionsare:

DoesJodiehaveapenpal?WhereisJodie'spenpalfrom?Where

doeshe/shelive?What'shis/hername?（Thisonecanbechosenby

themselves）

Unit2Where'sthepostoffice?

Languagegoal

Thisunitstudentslearntoaskforandgivedirections(方向)onthe

street.

I\bwlanguage

Isthereabanknearhere?Yes,there'sabankonCenterStreet,

Where'sthesupermarket?It'snexttothelibrary.Isthereapayphone

intheneighbhood?Yes,it'sonBridgeStreetontheright.

locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.

Descriptivewordssuchasnew,old,dirty,clean.

Descriptionsoflocationsuchasacrossfrom,nextto,Between

Ftecycledlanguage

Whatareyoudoing?

Doyouwantto...?

SectionA

Asktworowsofthreestudentseachtostandfacingeachotherinthe

frontoftheclassroom.Pointtostudentsstandinginfrontandaskthe

classtorepeatthequestionsandanswers.

Example1

Teacher:Where'sYangLi?(Pointtotwostudentsstandingbeside

eachother.)YangLiisnexttoLiPeng.

Example2

Teacher:Where'sZhengWen?(Pointtotwostudentsindifferent

linesfacingeachother.)ZhengWenisacrossfromShengLin.

Example3

Teacher:Where'sLinJiahui?(Pointtoonestudentstandingbetween

twootherstudents.）LinJiahuiisbetweenShengLinandLiDai.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstonameasmanyofthe

placestheyseeinthepictureastheycan.Thennamealltheplaces

andaskstudentstorepeat.

Pointoutthenumberedlistofwords.Sayeachoneandask

studentstorepeat.

Thenaskstudentstomatcheachwordorphraseonthelistwith

oneofthepictures.Say,Writetheletterofeachplaceinthepicture

nexttothecorrectwordorwordsonthelist.Pointoutthesample

answerf.Checktheanswers.

lbThisactivitygivesstudentspracticelisteningtoand

understandingthetargetlanguage.

Pointoutthebuildingsandotherlocationsinthepicture.Saythe

nameofeachonetotheclass.

Say,NowIwillplayrecordingsofthreeconversations.Listen

carefullyandcirclethepictureofeachplaceyouhearonthe

tape..

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistineaskstudentstolisten

andcircletheitemstheyhearonthepicture.

Correcttheanswers.

Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.

Tapescript（录音稿）

Convernation1

A:IsthereavideoarcadeonFifthAvenue?

B:Yes,thereis.

Conversation2

A:Isthereapostofficenearhere?

B:Yes,thereis.There'soneonBridgeStreet.

Conversation3

A:IsthereasupermarketonCenterStreet?

B:No,thereisn't.

1CThisactivityprovidesguidedoralpracticeusingthetarget

language.

Pointtothedifferentlocationsshowninthepicture.Askdifferent

studentstonameeachone.Ifnecessary,saythenameandaskthe

studenttorepeat.

PointtothequestionandanswerIntheexampleconversationand

askapairofstudentstoreadtheconversationtotheclass.Ask

otherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksa

questionandthentheotherpersontakesaturn.

Demonstrate（不范）theactivity.Pointtothepictureandask.Is

thereapostofficenearhere?Thenchooseastudenttoanswer.

Guidethestudenttosay,Yes,there'sapostofficeonBridgeStreet.

Asstudentswork,movearoundtheroomandcheckprogress（进展

情况）.Helpstudentsunderstandhowtolocatethingsonthemap,

ifnecessary.

Askseveralstudentstosaysomeoftheirquestionsandanswersfor

theclass.

教学后记：

蕤挈方法有向题？

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松

松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学

效率实在是太低了，每天不分上课上自习，都是一个样。也就是

说在不误课的情况下，我的教学时间应该是学校规定时间的两

倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚

的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读

他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记

忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是

不适合学生的实际？

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把

每单元几句重点句背下来更好呢？单词需要积累，这点勿容置

疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，

在用的时候就可以举一反三，就像语文中背范文一样。对于我们

我们这些基础较差的学生来说，他们在交际时需要模仿，在他们

的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用

英语去表达的话，说明这些典型的句子他们已经掌握。但现实的

情况是，这种方法更容易适用于尖子生，或者基础较好的学生，

很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。

2aThisactivityintroducesthetermsacrossfrom,nextto,between,

andon.

Focusattentiononthepictures.Askstudentstotalkaboutthe

pictures,namingasmanyplacesastheycan.Thennamealltheplaces

inthepicturesandaskstudentstorepeat.

Pointoutthefoursentences.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachsentencewithoneofthepictures.

Say,Eachsentencetalksaboutoneofthepictures.Writethenumber

ofthesentenceintheboxonthepicturethatitistalkingabout.Point

outthesampleanswer1.

Checkiheanswers.

2bThisactivitygivesstudentspracticelisteningtoand

understandingthetargetlanguage.

Pointoutthebuildingsandstreetnamesinla.Sayeachoneandask

studentstorepeat.

Callattentiontothefoursentencesin2b.Readthemtotheclass

sayingblankeachtimeyoucometoablankline.

Say.NowIwillplayrecordingsofthreeconversations.Listen

carefullyandwriteawordfromtheboxoneachblankline.Pointout

thesampleanswer.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstofillinthe

blanksbylisteningtotheitemsonthetape.

Correcttheanswers.

Thpescript（录音稿）

Conwaraation1

A:Excuseme.Istherealibraryaroundhere?

B:Yes.It'sbetweenthevideoarcadeandthesupermarket.

Conversation2

A:Where'sthepark?

B:Thepark?Oh,it'sacrossfromthebank.

Conversation3

A:Excuseme.Isthereasupermarketaroundhere?

B;Yes,it'sonFifthAvenue.

Conversation4

A:Where'sthepayphone?

B:It'snexttothepostoffice.

2cThisactivityprovidesguidedoralpracticeusingthetarget

language.

Pointtothelistofbuildingsinla.Askastudenttoreadthelist

aloud.

Pointtothequestionandanswerinthespeechbubbles（泡沫）in2c

andaskapairofstudentstoreadtheconversationtotheclass.Ask

otherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksaquestion

andthentheotherpersontakesaturn.Askaboutthebuildingsin

la.

Demonstrate（示范）theactivity.Pointtothemapandask,Where's

thepark?Thenchooseastudenttoanswer.Guidethestudenttosay,

It'sacrossfromthebank.

Asstudentswork,movearoundtheroomandcheckprogress.（进

度）

Askseveralstudentstosaysomeoftheirquestionsandanswersfor

theclass.

Gammarfocus

Reviewthegrammarbox.Askstudentstosaythequestionsand

answers.

Askstudentstocirclethesewordsinthegrammarfocussectionof

theirbooks:on,acrossfrom,nextto,andbetween.Ask,Whichwords

talkabouttwodifferentbuildings?（across/row,nextto,andbetween）

Ask,Whichonetalksaboutonebuildingallalone!'（on）

Culturenote

ManyvisitorstotheUnitedStatesbelievethatAmericansdon'tlike

toanswerquestionsorgivedirections（方向）totourists（旅行者）and

othervisitors.Thisisnotnecessarilytrue.Thepaceoflifeisfastin

theUnitedStates,especially（特别）inbigcities.Mostpeoplewalk

quickly,talkquickly,andareinahurrytogetwherevertheyare

going.Also,mostAmericansspeakonlyonelanguageandaren'tused

totalkingwithspeakersofotherlanguages.However,whenavisitor

asksaquestion,manypeoplearepleasedtobeabletosharetheir

knowledgeoftheircityortheirneighborhood.Apleasantsmileanda

short,directquestionwillalmostalwaysgetyoutheinformationyou

need.

3aThisactivityprovidestarget-orientedreadingpracticeusingthe

languageitemstaughtinthisunit.

Drawattentiontotheconversationinthebox.Askstudentstoread

itoutloud.

AskastudenttopointouttheplacethatPaulwantstogetto.

Guidethestudenttopointtothebookandsay,Here'sthehotel.

Here'sBridgeStreet.

Pointtothetwoarrows.（箭头）Askstudentstorepeatleftandright.

Thenaskthemtoholduptheirlefthandsandthentheirright

hands.

Askstudentstoreadtheconversationagain.Thenaskthemtofind

PaulandNancyinthepicture.

Answer

PaulandNancyarethetwofiguresoutsidetheentrancetothepark.

3bThisactivityprovidesguidedwritingpracticeusingthetarget

language.

Callattentiontothethreepictures.Explainthatthethreepairsin

thesepicturescorrespondtothreepairsinthelargepictureabove.

Askstudentstofindthepairsinthebigpicture.

Pointtothequestionsbeloweachpictureandaskastudenttoread

themaloud.

Pointtothethreewrite-onlinesinthespeechbubbles.Say,Write

theanswerstothequestionshere.

Askstudentstocompletethewriting山由（个另ij的）

Correcttheanswers.

1.Yes,thereis.GostraightdownNewStreetandturnright.There'sa

payphoneontheright.

2.GostraightdownNewStreetandturnright.TurnleftatBridge

Street.Thebankisacrossthestreet.

3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.The

postofficeisontheleft.It'sacrossfromthevideoarcade,nextto

thesuper-market.

4Thisactivityprovidesguidedoralpracticeusingthetarget

language,

Callattentiontothepictureinla.Askstudentstonameallthe

buildingsinthepicture.

PointouttheconversationInthepicturein4.Askdifferent

studentstoreadeachline.

HavethestudentsworkIngroups.Onepersonchoosesabuilding

inthelapicturebutdoesn'ttellanyonewhichbuildingitis.The

othersaskquestionslikethoseintheactivity4pictureuntilthey

guesswhichbuildingitis.

Severalstudentscantaketurnschoosingthebuildingforthe

otherstoguess.

SectionB

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepictures.Askdifferentstudentstonamethe

placesshowninthepictures.Theywillprobablynotincludewords

suchasold,new,busy,quiet,big,small,dirty,andcleanintheir

statements.

Pointtoandnamealltheplacesinthepicturesagainwithoutthe

describingwordsandhavestudentsrepeat.

Nowpointtoeachhalfofeachpictureandaskaboutthedifference

betweenthehalves.Forexample,youmightsay;Thisisapark.Is

itacleanparkoradirtypark?Clarify（澄清）themeaningofthe

wordscleananddirtybypointingoutdetailsinthepictures.

Pointoutthepairsofwordsorphrases.Sayeachoneandask

studentstorepeat,

Thenaskstudentstomatcheachwordorphraseonthelistwith

oneofthepictures.Pointoutthesamplanswer.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetarget

language.

Callattentiontotheconversationinthepicture.Askapairof

studentstoreaditaloud.Thenaskseveraldifferentstudentsthe

samequestion.Askthemtotellthetruth.

Pointoutthelistofphrasesinla.Askstudentstoworkinpairs

Theytaketurnsaskingeachotherquestionsaboutthethingson

thislist.Askthemtotelleachotherthetruth.

Asstudentsworktogether,movearoundtheroomcheckingon

theirprogress.

Askseveralstudentstopresentsomequestionsandanswerstothe

class.

2aThisactivitygivesstudentspracticelisteningtoand

understandingthetargetlanguage.

Pointoutthelistofplacesinla.Saydienameofeachonetothe

class.

Say,NowIwillplayarecordingofaconversation.Listencarefully

andcirclethewordsinlathattellaboutMichael'sstreet.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstolisten

andcircletheplacestheyhear.

Correcttheanswers.

2bThisactivitygivesstudentspracticelisteningtoand

understandingthetargetlanguage.

Callattentiontothestreetmapinthebox.

Say,NowIwillplaytheconversationagain.Listentoifanddraw

theplacesinMichael'sneighborhoodonthestreetmap.

Playtherecording.Studentsonlylisten.

Demonstratetheactivitybysaying.Whatarethethreeplaceson

thetape?(ahotel,asupermarket,Michael'shouse).Answerany

questionsstudentsmayhave.

Playtherecordingagain.StudentsdrawmapsofMichael's

neighborhood.

Movearoundtheroom,offeringassistance(提供协助)ifneeded.

Havesomestudentsshowtheircompleteddrawingstotheclass.

2cThisactivityprovidesguidedoralpracticeusingthetarget

language.

Say,Nowlet'sworkinpairs.Thefirstpersonmakessome

statementsaboutthepicturein2b.Thesecondspersonsays"true"

ifthestatementistrueand"falseifthestatementisfalse.The

secondpersonalsochangeseachfalsestatementintoatrueone.

Callattentiontotheconversationinthepicturein2c.Askapairof

studentstoreaditaloud.

Demonstrate[theactivitywithastudent.Havethestudent

closethebook.Thensayonetruethingandonefalsethingabout

thepicture.Guidethestudenttoanswer"true"forthetrue

statementandtosay"false"forthefalsestatementandchangeit

intoatrueone.

Askstudentstopracticeinpairsandtotakebothroles.Move

aroundtheroomhelpingstudentsgetstartedlandansweringany

questionstheymayhave.

Askseveralpairsofstudentstopresentsomestatementsand

responses（回答）totheclass.Askstudentstocorrectanymistakes

theyhear.

3aThisactivityprovidesreadingpracticeusingthetarget

language.

Askastudenttoreadtheparagraphtotheclassorreadityourself.

Answeranyquestionsstudentsmayhave.

ReadtheInstructions（指示）aloud.Pointoutthesampleofthe

circleddescriptionword（busy）,andmakesurestudents

understandwhattheyhavetodo.

Correcttheanswers.

3bThisactivityprovidesguidedreadingandwritingpractice

usingthetargetlanguage.

Pointouttheguideandtheblankspacesinit.Readitaloudsaying

blankeachtimeyoucometoablankline.

Say,Nowpleasewriteonewordineachblankspaceintheguide.

Lookatthepicture/orthe以八swers.Pointoutthesampleanswerin

theblank.

Correcttheanswers.

3cThisactivityprovidesguidedwritingpracticeusingthetarget

language.

Askstudentstoworkontheirown.Pointoutthedescriptionin3b

andsay.Nowwriteaboutyourownneighborhood.Usesentences

likethese.

4Thisactivityprovidesopen-endedoralpracticeusingthetarget

language.

CallattentiontowhatthepersonInthepictureissaying.Aska

studenttoreadthestatementtotheclass.

Say,Nowyoucantalkwithyourpartneraboutyourown

neighborhood.Tellaboutthestreetsandbuildings.Yourpartner

willdrawapictureoftheneighborhood

Demonstratetheactivitywithastudent.Havehimorhermake

somestatementsanddrawontheboardwhatyouhear.For

example,youmightdrawasmallsupermarketacrossfromapost

office.

Asstudentswork,movearoundtheroomofferingassistanceand

answeringquestions.

Asksomestudentstoshare（参与）thecompleteddrawingsandto

makesomestatementstoaccompany（陪伴）them.

Selfcheck

1Thisactivityprovidesacomprehensivereviewofallkey

vocabularypresentedinthisunit.

Askstudentstocheckallthewordstheyknow.Youmaywishto

havethemcircleanywordsthattheydon'tknow.

Askstudentstofindoutthemeaningsofanywordstheydon'tknow.

Theycandothisbyreviewingtheunit.askingyou,askingtheir

classmatesorusingalearner'sdictionaryorbilingualdictionary.

2Thisactivityhelpsbuildvocabularybyprovidingaspecifictime

andplaceforstudentstorecordnewwords.

AskstudentstoenterfivenewwordsintheirVocab-builderon

page108.

Afterstudentshaverecordedtheirnewwords,askthemtoshare

theirlistswithotherstudents.Thiscanbedonewiththewhole

classorinformally,inpairsorsmallgroups.

3Thisactivityprovidesreadingpracticefocusingonthe

grammaticalstructuresusedtoaskandsaywherethingsare.

Askstudentstoreadtheletteranddrawtherouteonthemap.

Answeranyquestionsstudentsmayhave.

Checktheanswers.(Youmaywanttodrawasimplecopyofthe

mapontheboard,andthenhaveonestudentcomeanddrawthe

routeonit.)

教学后记：

培养学生的自信心和兴趣是最重要的

培养学生的自信心和兴趣是最重要的吗？我一开始也对

于这个结论也不以为然的。其次并这不是一个什么新的理论，

而是是一个老掉牙的论调。但有两件事使我对这句话有了更深

刻的理解。

第一件事是在教育科学频道

Unit3:Whydoyoulikekoalas?

Languagegoals

Inthisunitstudentslearntodescribeanimalsandexpresspreferences

andgivereasons,

hbwlanguage

Whydoyoulikekoalabears?.Becausethey'recute,They'repretty

interesting,They'rekindofshy,They'reverybig.

namesofanimalssuchastiger,elephant,koalabear,dolphin

descriptionwordssuchassmart,cute,intelligent

namesofcountries:Australia,SouthAfrica,

Ftecycledlanguage

between,acrossfrom

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

nameofcountries;China,Japan,Brazil

SectionA

Additionalmaterialstobringtoclass:

coinsorothermarkersfortheBingogamein4.

AskstudentstonameasmanyanimalsastheycaninEnglish.

Writethelistontheboard,

Askstudentstodescribeeachanimalinsomeway.Theymaytell

itscolorortellifitisbigorsmall.

Say,Todaywearegoingtolearnthenamesofsomemoreanimals.

Wellalsoleamhowtosaywhichoneswelikeandtellwhywelike

them.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthemapofthezooshowingpicturesofanimals.

Askstudentstopointtoandnameanyanimalstheycan.

Pointtotheanimalsonebyoneandsaythenameofeach.Ask

studentstorepeal.

Pointoutthenumberedlistofwords.Sayeachoneandask

studentstorepeat.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,

Writetheletterofeachanimalintheblankbythatanimal'sname.

Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetarget

languageinspokenconversation.

Pointtotheanimalsinla-Askstudentstopointtoandnamethe

animals.

Say,I'mgoingtoplayrecordingsofthreeconversations.Listen

carefullyasyoulookatthewordsinla.Putacheckmarkinfrontof

thenameofeachanimalyouhear.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentscheckeach

animalnametheyhear.

Correcttheanswers.

1CThisactivityprovidesguidedoralpracticeusingthetarget

language.

Callattentiontotheexampleconversationinthepicture.Asktwo

studentstoreadittotheclass.Answeranyquestionstheymay

have.

Pointoutthefourdescriptionwords.Askastudenttoreadthem

aloud.Reviewthemeaningofeachword.

Say,Nowyoucanmakeconversationsaboutanimals.Your

conversationscanbeliketheexample.Usethesedescription

words.

Askstudentstoworkinpairs.Havethemtaketurnssayingboth

parts.

Ifstudentsneedhelpgettingstarted,demonstrateanother

conversationwithastudent.Forexample:

Teacher:let'sseetheelephant.

Student:Whydoyouwanttoseetheelephant?

Teacher:Becauseit'sverysmart.

Asksomestudentstopresenttheirconversationstotheclass.

2aThisactivityprovideslisteningpracticeusingthetarget

language.

Callattentiontothetwoblanklinesontheleft.Say,Youwillheara

recordingofaconversation.Listencarefully.Thenwritethenames

ofthetwoanimalsyouhearontheselines.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentswriteinthe

namesoftheanimals.

Checktheanswers.

Pointouttheadjectiveslistedontheright.Askastudenttosaythe

words.

Say,NowIwillplaytherecordingagain.Thistimedrawaline

betweeneachanimalandtheadjectiveyouhear.

Playtherecordingandhavestudentsmatcheachanimalwithan

adjective.

Correcttheanswers.

2bThisactivityprovideslisteningandwritingpracticeusingthe

targetlanguage.

CallattentiontotheconversationandtheblanklinesinitSay,You

willheartherecordingagain.Thistimepleasewriteawordfrom

theboxoneachblankline.Somewordscanheusedmorethanone

time.

Askastudenttoreadthewordsinthebox.

Playtherecording.Checktoseethatstudentsarewritingaword

fromtheboxoneachlineoftheconversation.

Goovertheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetarget

language.

Callattentiontotheconversationinthepicture.Asktwostudents

toreadittotheclass.

Say,Nowyoucanhaveconversationslikethisone.Usethewords

inBox1,Box2,andBox