2023年人教版七年级英语下册全册教案

人教版七年级英语下册全册教案Unit1Whereisyourpenpalfrom?Topic:Countries,nationalities,andlanguagesFunctions:Talkaboutcountries,nationalitiesandlanguagesAskandtellaboutwherepeopleliveStructure:Where's/Where're...from?Wheredoes/do...from?WhatquestionsWhatlanguagedoes/do...speak?Targetlanguage:Whereisshefrom?SheisfromWheredoesshelive?ShelivesinWhatlanguagedoesshespeak?ShespeaksVocabulary:wordsaboutcountries,languagesTeachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortestPeriod1(1aGrammarFocus)Keypoints:Whereisyour/John'spenpalfrom?He/Sheisfrom...Wheredoeshe/shelive?He/Shelivesin(Homeworkforpreview)Pre-task:LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpals'information,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak.TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSscanlookthemupinthedictionaryiftheyarenewforthem)Theexampleisfollowing:Name:CurryMurayAge:75From(Nationality):theUnitedStatesCity:NewYorkLanguage:EnglishTeachingSteps:Keypoints:Whereisyour/John'spenpalfrom?He/Sheisfrom...Wheredoeshe/shelive?He/Shelivesin(Homeworkforpreview)Pre-task:LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpals'information,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeakTcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSscanlookthemupinthedictionaryiftheyarenewforthem)Theexampleisfollowing:Name:CurryMurayAge:75From(Nationality):theUnitedStatesCity:NewYorkLanguage:EnglishTeachingSteps:Step1Leading-inTheinformationoftheteacher'sownpenpal'sinformation."Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?Whereisyourpenpalfrom?What'syourpenpal'sname?"Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)Step2LearningSectionA1aLearnthenewwordsontheBb.Thenewwordsare:penpal;Canada;France;Japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)Payattentiontothepronuciationofthenewwords.Step3Listening1bListenandcirclethecountriesin1atheylearnedStep4CompetitionTwogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)Step5Pairwork1cPractisethefollowingconversation:Doyouhaveapenpal?Yes,Ido.Where'syourpenpal'sfrom?He/Sheisfrom(WriteitdownontheBb)FirstThasaconversationwithonestudentasanexamplethenlettheSspractiseinpairs.Atlastletseveralpairsdoitagaininclass.Step6Leading-inRevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:Toronto;Paris;Tokyo;NewYork;Sydney;Singapore;London;Step7Learning2aLearnthecitynamestogetherwiththewholeclassjustlikeStep22bListenandcirclethecitiesandcountries2cListenandcompletethechartHaveasimilarcompetitiontoconsolidatethenewwordsinthispart.Step8PairworkThasaconversationwithonestudentlikethefollowing:Doyouhaveapenpal?Yes,Ido.What'syourpenpal'sname?His/HernameisWhereisyourpenpalfrom?He/Sheisfrom...Wheredoeshe/shelive?He/Shelivesin(WriteitdownontheBb)LettheSspractiseaftertheT'sexampleinpairsthenseveralpairsdoitinclass.Step9ExerciseMypenpalisfromAustralia.(划线提问)John'spenpalisfromJapan.(划线提问)HelivesinParis.(划线提问)Homework:Readandcopythenewwords.CopythesentencesinGrammarFocusMakeupthequestionsaboutJodiein2cThequestionsare:DoesJodiehaveapenpal?WhereisJodie'spenpalfrom?Wheredoeshe/shelive?What'shis/hername?(Thisonecanbechosenbythemselves)Unit2Where'sthepostoffice?LanguagegoalThisunitstudentsleamtoaskforandgivedirections(方向)onthestreet.NewlanguageIsthereabanknearhere?Yes,there'sabankonCenterStreet,Where'sthesupermarket?It'snexttothelibrary.Isthereapayphoneintheneighbhood?Yes,it'sonBridgeStreetontheright.locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.Descriptivewordssuchasnew,old,dirty,clean.Descriptionsoflocationsuchasacrossfrom,nextto,BetweenRecycledlanguageWhatareyoudoing?Doyouwantto...?SectionAAsktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.Pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.Example1Teacher:Where'sYangLi?(Pointtotwostudentsstandingbesideeachother.)YangLiisnexttoLiPeng.Example2Teacher:Where'sZhengWen?(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenisacrossfromShengLin.Example3Teacher:Where'sLinJiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinJiahuiisbetweenShengLinandLiDai.laThisactivityintroducesthekeyvocabulary.Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.Thennamealltheplacesandaskstudentstorepeat.Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterofeachplaceinthepicturenexttothecorrectwordorwordsonthelist.Pointoutthesampleanswerf.Checktheanswers.1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.Say,NowIwillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape..Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistineaskstudentstolistenandcircletheitemstheyhearonthepicture.Correcttheanswers.Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.Tapescript(录音稿)Convernation1A:IsthereavideoarcadeonFifthAvenue?B:Yes,thereis.Conversation2A:Isthereapostofficenearhere?B:Yes,thereis.There'soneonBridgeStreet.Conversation3A:IsthereasupermarketonCenterStreet?B:No,thereisn't.1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Ifnecessary,saythenameandaskthestudenttorepeat.PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Demonstrate（示范）theactivity.Pointtothepictureandask.Isthereapostofficenearhere?Thenchooseastudenttoanswer.Guidethestudenttosay,Yes,there'sapostofficeonBridgeStreet.Asstudentswork,movearoundtheroomandcheckprogress(进展状况).Helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary.Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.教学后记：教学措施有问题？教了这样数年旳英语，总幻想有一种措施，能让学生轻轻松松把英语学好。哪怕自己多挥霍点时间。有时想来，自己旳教学效率实在是太低了，每天不分上课上自习，都是一种样。也就是说在不误课旳状况下，我旳教课时间应当是学校规定期间旳两倍，然而教学旳效果却很不理想。每天看着自己旳队伍步履蹒跚旳前行，自己不由旳怀疑自己旳教学措施。与此同步，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，讲一讲英语旳拼读规则，发现学生旳记忆效率大大旳提高，这更让我有理由怀疑自己旳教学措施是不是不适合学生旳实际？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。对于我们旳学生来说，经典句子同样需要积累。句子背下来，在用旳时候就可以举一反三，就像语文中背范文同样。对于我们我们这些基础较差旳学生来说，他们在交际时需要模仿，在他们旳记忆库中贮存就是十必要旳。当然，假如学生可以在课堂上用英语去体现旳话，阐明这些经典旳句子他们已经掌握。但现实旳状况是，这种措施更轻易合用于尖子生，或者基础很好旳学生，诸多学生只是充当旳观众。让学生死记硬背是不对旳，但不让学生背也是不对旳。2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon.Focusattentiononthepictures.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.Pointoutthefoursentences.Sayeachoneandaskstudentstorcpeat.Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eacbsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.Checkihcanswers.2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyoucometoablankline.Say.NowIwillplayrecordingsofthreeconversations.Listencarefullyandwriteawordfromtheboxoneachblankline.Pointoutthesampleanswer.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.Correcttheanswers.Tapescript(录音稿)Conwaraation1A:Excuseme.Istherealibraryaroundhere?B:Yes.It'sbetweenthevideoarcadeandthesupermarket.Conversation2A:Where'sthepark?B:Thepark?Oh,it'sacrossfromthebank.Conversation3A:Excuseme.Isthereasupermarketaroundhere?B;Yes,it'sonFifthAvenue.Conversation4A:Where'sthepayphone?B:It'snexttothepostoffice.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothelistofbuildingsinla.Askastudenttoreadthelistaloud.Pointtothequestionandanswerinthespeechbubbles(泡沫)in2candaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Askaboutthebuildingsin1a.Demonstrate（示范）theactivity.Pointtothemapandask,Where'sthepark?Thenchooseastudenttoanswer.Guidethestudenttosay,It'sacrossfromthebank.Asstudentswork,movearoundtheroomandcheckprogress.（进度）Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.GrammarfocusReviewthegrammarbox.Askstudentstosaythequestionsandanswers.Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,andbetween.Ask,Whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween)Ask,Whichonetalksaboutonebuildingallalone!'(on)CulturenoteManyvisitorstotheUnitedStatesbelievethatAmericansdon'tliketoanswerquestionsorgivedirections(方向)totourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.ThepaceoflifeisfastintheUnitedStates,especially（尤其）inbigcities.Mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandaren'tusedtotalkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeoplearepleasedtobeabletosharetheirknowledgeoftheircityortheirneighborhood.Apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.AskastudenttopointouttheplacethatPaulwantstogetto.Guidethestudenttopointtothebookandsay,Here'sthehotel.Here'sBridgeStreet.Pointtothetwoarrows.(箭头)Askstudentstorepeatleftandright.Thenaskthemtoholduptheirlefthandsandthentheirrighthands.Askstudentstoreadtheconversationagain.ThenaskthemtofindPaulandNancyinthepicture.AnswerPaulandNancyarethetwofiguresoutsidetheentrancetothepark.3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Askstudentstofindthepairsinthebigpicture.Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud.Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.Askstudentstocompletethewritingindividually.(个别旳)Correcttheanswers.1.Yes,thereis.GostraightdownNewStreetandturnright.There'sapayphoneontheright.2.GostraightdownNewStreetandturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.It'sacrossfromthevideoarcade,nexttothesuper-market.4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage,Callattentiontothepictureinla.Askstudentstonameallthebuildingsinthepicture.PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.HavethestudentsworkIngroups.Onepersonchoosesabuildinginthelapicturebutdoesn'ttellanyonewhichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess.SectionBlaThisactivityintroducesthekeyvocabulary.Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat.Nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Forexample,youmightsay;Thisisapark.Isitacleanparkoradirtypark?Clarify(澄清)themeaningofthewordscleananddirtybypointingoutdetailsinthepictures.Pointoutthepairsofwordsorphrases.Sayeachoneandaskstudentstorepeat,Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Pointoutthesamplanswer.Checktheanswers.1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Callattentiontotheconversationinthepicture.Askapairofstudentstoreaditaloud.Thenaskseveraldifferentstudentsthesamequestion.Askthemtotellthetruth.Pointoutthelistofphrasesin1a.AskstudentstoworkinpairsTheytaketurnsaskingeachotherquestionsaboutthethingsonthislist.Askthemtotelleachotherthetruth.Asstudentsworktogether,movearoundtheroomcheckingontheirprogress.Askseveralstudentstopresentsomequestionsandanswerstotheclass.2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthelistofplacesinla.Saydienameofeachonetotheclass.Say,NowIwillplayarecordingofaconversation.Listencarefullyandcirclethewordsin1athattellaboutMichael'sstreet.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstolistenandcircletheplacestheyhear.Correcttheanswers.2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Callattentiontothestreetmapinthebox.Say,NowIwillplaytheconversationagain.ListentoifanddrawtheplacesinMichael'sneighborhoodonthestreetmap.Playtherecording.Studentsonlylisten.Demonstratetheactivitybysaying.Whatarethethreeplacesonthetape?(ahotel,asupermarket,Michael'shouse).Answeranyquestionsstudentsmayhave.Playtherecordingagain.StudentsdrawmapsofMichael'sneighborhood.Movearoundtheroom,offeringassistance(提供协助)ifneeded.Havesomestudentsshowtheircompleteddrawingstotheclass.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Say,Nowlet'sworkinpairs.Thefirstpersonmakessomestatementsaboutthepicturein2b.Thesecondspersonsays"true"ifthestatementistrueand"falseifthestatementisfalse.Thesecondpersonalsochangeseachfalsestatementintoatrueone.Callattentiontotheconversationinthepicturein2c.Askapairofstudentstoreaditaloud.Demonstrate(示范)theactivitywithastudent.Havethestudentclosethebook.Thensayonetruethingandonefalsethingaboutthepicture.Guidethestudenttoanswer"true"forthetruestatementandtosay"false"forthefalsestatementandchangeitintoatrueone.Askstudentstopracticeinpairsandtotakebothroles.Movearoundtheroomhelpingstudentsgetstarted|andansweringanyquestionstheymayhavc.Askseveralpairsofstudentstopresentsomestatementsandresponses(回答)totheclass.Askstudentstocorrectanymistakestheyhear.3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Askastudenttoreadtheparagraphtotheclassorreadityourself.Answeranyquestionsstudentsmayhave.ReadtheInstructions（指示）aloud.Pointoutthesampleofthecircleddescriptionword(busy),andmakesurestudentsunderstandwhattheyhavetodo.Correcttheanswers.3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage.Pointouttheguideandtheblankspacesinit.Readitaloudsayingblankeachtimeyoucometoablankline.Say,Nowpleasewriteonewordineachblankspaceintheguide.Lookatthepicture/ortheanswers.Pointoutthesampleanswerintheblank.Correcttheanswers.3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.Askstudentstoworkontheirown.Pointoutthedescriptionin3bandsay.Nowwriteaboutyourownneighborhood.Usesentenceslikethese.4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.CallattentiontowhatthepersonInthepictureissaying.Askastudenttoreadthestatementtotheclass.Say,Nowyoucantalkwithyourpartneraboutyourownneighborhood.Tellaboutthestreetsandbuildings.YourpartnerwilldrawapictureoftheneighborhoodDemonstratetheactivitywithastudent.Havehimorhermakesomestatementsanddrawontheboardwhatyouhear.Forexample,youmightdrawasmallsupermarketacrossfromapostoffice.Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.Asksomestudentstoshare(参与)thecompleteddrawingsandtomakesomestatementstoaccompany(陪伴)them.Selfcheck1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.Askstudentstocheckallthewordstheyknow.Youmaywishtohavethemcircleanywordsthattheydon'tknow.Askstudentstofindoutthemeaningsofanywordstheydon'tknow.Theycandothisbyreviewingtheunit.askingyou,askingtheirclassmatesorusingalearner'sdictionaryorbilingualdictionary.2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.AskstudentstoenterfivenewwordsintheirVocab-builderonpage108.Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.3Thisactivityprovidesreadingpracticefocusingonthegmmmaticalstructuresusedtoaskandsaywherethingsare.Askstudentstoreadtheletteranddrawtherouteonthemap.Answeranyquestionsstudentsmayhave.Checktheanswers.(Youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudentcomeanddrawtherouteonit.)教学后记：培养学生旳自信心和爱好是最重要旳培养学生旳自信心和爱好是最重要旳吗？我一开始也对于这个结论也不认为然旳。另一方面并这不是一种什么新旳理论，而是是一种老掉牙旳论调。但有两件事使我对这句话有了更深刻旳理解。第一件事是在教育科学频道Unit3:Whydoyoulikekoalas?LanguagegoalsInthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,NewlanguageWhydoyoulikekoalabears?.Becausethey'recute,They'reprettyinteresting,They'rekindofshy,They'reverysofanimalssuchastiger,elephant,koalabear,dolphindescriptionwordssuchassmart,cute,intelligentnamesofcountries:Australia,SouthAfrica,Recycledlanguagebetween,acrossfromHe's/She'sfrom...He's/She'ofcountries;China,Japan,BrazilSectionAAdditionalmaterialstobringtoclass:coinsorothermarkersfortheBingogamein4.AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.laThisactivityintroducesthekeyvocabulary.Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimal'sname.Pointoutthesampleanswer.Checktheanswers.1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.Say,I'mgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.Correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:Teacher:let'sseetheelephant.Student:Whydoyouwanttoseetheelephant?Teacher:Becauseit'sverysmart.Asksomestudentstopresenttheirconversationstotheclass.2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.Checktheanswers.Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.Playtherecordingandhavestudentsmatcheachanimalwithanadjective.Correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.Askastudenttoreadthewordsinthebox.Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.Goovertheanswers.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.Demonstrateaconversationwithastudent.Forexample:Student:Doyoulikepenguins?Teacher:Yes,Ido.Student:Why?Teacher:Becausethey'reverycute.3aThisactivityprovidesreadingpracticeusingthetargetlanguage.PointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeatPointtothethreeanimalsandaskastudenttonamethem.Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.Correcttheanswers.3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.Afterafewminutes,askseveralpairstosaytheconversationfortheclass.SectionBAdditionalmaterialstobringtoclass:PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.1Thisactivityintroducesmorekeyvocabulary,Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.Pointoutthelistofeightnumberedadjectivesatthetop.Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.Correcttheanswers-2aThisactivityprovideslisteningpracticewiththetargetlanguage.Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.Playtherecordingagain.Studentscircletheadjectivestheyhear.Correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.Callattentiontothethreeheadings.Animal,Maria'sWordsandTony'sWords,andthewrite-onlinesundereach.Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.Playthefirstfourlinesofrecordingandsto