七年级英语下册单元全套教案

PAGE3eud教育网教学资源集散地。可能是最大的免费教育资源网！新目标英语七年级下册教案新目标英语七年级下册教案Unit1Wｈｅrｅｉsｙourpｅnpalfrom?Tｏpiｃ:Cｏuntrieｓ，natiｏｎalitｉes，andlangｕagesﻫＦunｃtｉoｎｓ：Ｔalｋaｂｏutcｏuntries，nａtｉoｎalｉtｉeｓaｎdｌanguａgｅsﻫ

ＡskandｔｅlｌａboutｗherｅpeｏplelｉveﻫSｔrｕctｕｒe：Whｅｒｅ＇ｓ/Wｈｅre＇ｒe。。.ｆrom？ﻫWhｅrｅｄoeｓ／ｄo。.。fｒom？ﻫWhatquestiｏnｓ－———Ｗhａtlａｎguageｄoｅｓ/dｏ．。。ｓｐeaｋ？ﻫTargetlａnｇｕaｇe：Ｗherｅissｈefｒom？

Sheｉsfrｏm．.．。ﻫWｈeredoeｓsheliｖｅ？

Sｈｅlivｅｓｉn。．.．ﻫWhaｔlaｎｇｕａgedoesshｅsｐeak?

Shｅsｐeａkｓ．.．.ﻫVoｃaｂｕｌａｒｙ：ｗordsａboutcoｕntries,langｕａgｅs

Ｔｅachｉｎgdesｉgn：Thｅwhｏlｅｕnitnｅedｓ5ｐeriods,4ｆornｅｗｌeｓsｏnsaｎｄ1forｔestＰerｉod１（１a-—-—GrammａrFｏcｕs）Ｋeｙpoinｔs:Ｗhereisyoｕr/John'ｓｐｅnpalfｒom？

Hｅ/Ｓheisfｒoｍ．。．

Whｅredoeshｅ/sｈeｌivｅ？

Ｈe/Shelivｅsiｎ。...ﻫ(Homｅworkfｏrpreview）Pｒe-tａsk：LｅｔtheSsgiｖethｅｍselｖesｐenpaｌsａnｄtｈeysｈｏulｄwｒｉｔｅｄｏwnthｅirpｅｎpａls'iｎｆormatiｏn,sｕchａsｔｈｅｉｒnamｅs，ｃounｔriｅsandciｔｉeｓtheyｌiｖｅｅveｎtｈｅlａngｕagｅｔheｙspｅak．ﻫTcａｎgｉveｔheＳsａneｘaｍpｌemeanwhｉleTgｉvesthedｉｆfｅreｎtｃoｕｎtｒieｓｗhｉchcａｎbeｕｓｅdbythｅSs.TgivestheSｓChiｎesewoｒｄsfoｒtｈecountrieｓ,theｙarｅfollｏｗｉｎg：加拿大,法国,日本，美国，澳大利亚,新加坡，英国,中国(TｈeＳｓcanｌoｏktｈemｕｐinthedictiｏnａｒyｉfthｅyarｅnｅｗfortｈem）ﻫThｅexamｐleisfollowiｎg:ﻫNaｍe：ＣurryMｕrayﻫＡｇe:75ﻫFｒom（Ｎatioｎality):tｈeUniｔｅdStates

Ciｔy:NｅwYｏrkﻫＬaｎgｕaｇｅ：ＥngｌishﻫＴｅachinｇSｔｅｐｓ:Ｋeypｏiｎtｓ:Whｅrｅｉsｙｏur/John'spenｐalfｒom?

He／Sｈeiｓfroｍ。.．

Wｈｅｒeｄoｅsｈe／shelive?

Hｅ/Sheｌivｅsin．。。．ﻫ（Homｅworｋforｐreview)Pre—ｔaｓｋ:LｅｔtheSsgｉveｔhemselvespeｎpalsanｄｔhｅyshoｕldwriteｄownｔhｅiｒpｅｎpals’iｎformａｔiｏn,suｃhａｓtheｉｒnameｓ，couｎtriesandｃｉtｉｅsthｅｙliveeveｎthｅlaｎgｕａgetheｙspeａkﻫＴｃaｎｇｉｖeｔheSsａｎexａmｐｌemeaｎｗhiｌｅTgｉvesthediｆfｅrｅｎtcountrieｓｗｈichcaｎｂeuｓｅdbｙthｅSｓ。TｇivesthｅSsChｉｎｅseｗoｒdsfｏrｔhecoｕnｔｒｉeｓ，thｅｙarefolloｗing：加拿大，法国，日本，美国，澳大利亚，新加坡,英国，中国（TｈｅSｓcaｎloｏkthemｕpｉnｔhediｃtｉoｎaｒyiｆtheyarｅnewｆｏｒthｅm）ﻫThｅｅｘamｐleisfoｌlowinｇ：ﻫＮａme：CuｒｒｙＭuｒａyﻫAgｅ：７５ﻫFrｏm(Natｉonalｉtｙ）:theＵｎitｅdＳtatｅs

Cｉtｙ:NｅｗYorｋﻫLａnguage：ＥngｌｉｓhﻫTeaｃｈinｇStｅps：Sｔｅp１Leａdｉng-iｎTｈｅinｆｏrｍａtioｎｏfｔｈeteaｃｈｅｒ’sｏwnpｅnｐal’siｎforｍａtｉoｎ。ﻫ"Iｈａvｅaｐeｎpal．ＨisｎaｍeisCurryＭuray．HeiｓfromtheUnitｅｄStａtｅs。Doyｏｕhａvｅapenpal？Wｈeｒeisyｏurｐeｎｐalfrｏｍ?Whａｔ’syourpeｎpａl'ｓname?"

Diｆfｅｒentstudentssaytｈeiｎｆormatｉonａboｕｔｔｈｅｉroｗnpenpａls．Tsｈｏulｄｃhoosethediｆferenｔcoｕｎtriｅｓ。TwriteｓtｈｅdifｆeｒｅnｔcoｕｎtriesontｈｅBb（bothCｈiｎesｅandＥnｇlisｈ）Ｓtｅｐ２ＬearｎiｎgﻫSｅctionA1a

ＬearnｔｈeｎewworｄsｏｎthｅBb.Thｅｎｅwwｏrｄsaｒe：ﻫpenｐaｌ；Ｃanaｄa；Fｒａnce；Jaｐaｎ；ｔheUniｔedStａｔｅｓ(ｔheUS/theUSA/Ａmｅｒica);Aｕｓtraｌia；Ｓiｎgapoｒｅ;ｔheUnitｅdＫiｎgdoｍ（theU．K．／ＧrｅａtＢritａiｎ／Eｎｇlaｎd)ﻫPayattｅnｔionｔｏｔhｅｐｒonuｃiaｔiｏｎofｔheneｗｗｏrds。

Stｅp３Lisｔeninｇ

1bＬisｔenanｄcｉrcｌｅtｈecounｔｒiesｉｎ１ａthｅylearnedﻫStｅp4ＣｏmｐｅtiｔioｎﻫTwoｇroｕpsofstudentｓtowrｉtｅthｅnewwｏｒdｓtｏseｅwhichgｒｏｕpdoesｂｅｔter.FirsｔwritedowntｈｅChiｎesewordswiｔhｌoｏkｉｎgatthｅEnglishmｅanｉngｓ，thｅnwrｉtｅｄｏwｎtheＥngliｓhwordsｗithlookｉngaｔthｅＣhinｅsemeａnｉnｇs．ﻫ（Thｉsstｅpisamemｏrｙgame。ItcａnｈelptheSscoｎsｏlidａｔｅｔｈeｎeｗwoｒｄstheｙleaｒｎeｄ)ﻫSteｐ5Ｐairwｏrk

1ｃPracｔiseｔhｅfｏlloｗingconveｒsaｔioｎ:

－—－Ｄoyouｈaｖeapenpａｌ？

—-—Yeｓ，Ido。ﻫ－-－Wｈere'syoｕrpeｎpal’sfroｍ?

－-—-Hｅ/Ｓｈｅiｓfrｏm.．。。(WrｉｔeiｔｄownoｎtheBb)ﻫFｉrsｔTｈaｓaconvｅrsａtｉｏｎwiｔhonｅstudeｎtａsａneｘampletｈenlｅtｔheＳsｐrａctiseinpaｉrs.Atｌastｌetseveraｌpairsdｏitagainiｎｃlass.

Steｐ6Leadinｇ-iｎﻫRevｉsetheｃounｔrieｓnａｍeｓwithｌoｏkｉngaｔtｈｅBb．TｈｅnＴwrｉtｅsdoｗntｈecityｎａｍｅｓontheBb.LetthｅSｓtrytｏｆｉｎｄoutwhichｃoｕntｒiestｈｅcｉtiesarｅｉn。Thecitynａｍeｓaｒeｆollowing：

Tｏronto；Parｉs;Tokyo；NeｗYｏrk；Sydney;Sinｇａｐoｒe;Lｏｎｄon；ﻫStep7Learｎiｎg2a

ＬｅaｒｎthｅciｔynaｍeｓtｏgeｔherwｉtｈthｅｗholｅｃlaｓsjuｓtlikeStep２

２b

Lisｔｅnａndｃircletｈｅcitiｅｓandｃouｎｔriesﻫ

２c

LｉstｅnandcompleteｔheｃhａrtﻫＨａveａsｉｍiｌaｒcｏmpｅtiｔionｔｏcｏｎsoｌiｄａtetｈｅｎewｗordｓｉnthispａｒt.ﻫStep８ＰaｉrwｏrkﻫTｈasaconvｅrsatiｏｎwｉtｈoｎestuｄｅntlikｅｔheｆoｌloｗing：ﻫ——－Ｄｏｙｏuhaveａｐeｎpal？

—－－Yes，Ｉｄo.

—－-What’ｓyourpｅnpal’sｎame？

———His/Heｒｎamｅis．。.．

-－—Wｈｅｒeisyouｒｐｅｎpalfｒoｍ？

—－-Hｅ/Ｓhｅisｆｒoｍ.．．

——－Wherｅdoeｓhe/sｈelive?

——-Ｈｅ／Ｓhelｉveｓin。．。．(WrｉteitｄoｗnontheBb）

LettｈeSsｐractiseａfｔｅrｔheT'seｘaｍｐｌeiｎpａiｒsthｅnseveｒalpaｉrsｄoitinclass.ﻫＳtep9Ｅxercisｅ

ﻫＭｙpｅnpａｌisｆroｍＡuｓtralｉa．(划线提问)ﻫＪohｎ'spｅnpａliｓfｒｏmJapaｎ.（划线提问)ﻫHelｉｖesｉnParｉs．(划线提问）ﻫHｏmｅｗoｒk：Rｅadaｎdcopytｈeｎeｗwords.ﻫＣｏpytheｓｅｎｔencesiｎＧrａｍmarFocｕｓ

MakｅupthequｅsｔiｏnsaboutJｏdieｉn２cThequeｓtioｎsare：

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（进展情况）.Ｈelpstudeｎｔsunｄerstandｈowｔｏlocaｔetｈingsｏntheｍaｐ,ｉfneceｓsarｙ．Aｓksｅｖeralｓｔudｅnｔｓtosａｙsｏmeofｔheiｒquestioｎsａnｄａnsｗerｓfｏrｔhｅclass.教学后记:教学方法有问题？教了这么多年的英语,总幻想有一种方法，能让同学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抱负。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，这段时间由于我在同学每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规章，发现同学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同学的实际？吃早饭时突发“奇想”，是不是给同学一点时间,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。对于我们的同学来说，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同学来说，他们在交际时需要仿照，在他们的记忆库中贮存就是十必要的。当然，如果同学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，或者基础较好的同学,很多同学只是充当的观众。让同学死记硬背是不对的，但不让同学背也是不对的.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（格外)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.Askstｕpｌetetheｗｒiｔingｉｎdiｖｉｄualｌｙ．(个别的）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．Pｏinｔtoａａllthｅpｌａcｅｓinthｅpｉｃturｅsagainwithouttｈedescribingwordｓandhavｅstuｄentsreｐeat。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（供应协助）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.Ｒeaditａｌoudsayingblａｎkｅachｔimeｙeｔoablａnkｌine．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(参加）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：培育同学的自信心和爱好是最重要的培育同学的自信心和爱好是最重要的吗？我一开头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?LaｎguaｇegoalｓＩｎthisｕnitｓtuｄentｓlearnｔoｄescribｅaｎｉmａlｓandexｐrｅsspreferencesandgｉveｒeａｓonｓ,NｅwlａｎｇuaｇeＷｈydoyｏulｉｋｅkｏaｌａbeaｒｓ?．Becａｕｓｅtｈeｙ＇ｒecute,They'ｒeｐrｅtｔｅｒｅｓtｉng，Tｈey＇ｒｅkindoｆｓｈy,Ｔhey＇reｖeryｂiｇ。namｅsｏｆanimalssｕchａstｉgeｒ，eｌepｈanｔ，ｋoaｌabeａr，ｄolpｈinｄｅｓcriｐtｉｏｎwｏrｄssucｈassmａｒｔ，cutｅ，ｉntｅllｉｇentnameｓofcoｕntries:Auｓtｒaliａ，SouｔhAｆｒica,Recｙcledlａnguaｇｅbｅｔween，acrｏssfｒｏｍHe’s／She'sfrom。..He＇s／Sｈe'sfivｅｙeａrsolｄ.nａmeofｃountrｉｅｓ；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,Nｏwdrａwaliｎebetwｅｅneaｃhanimalａnｄtｈecounｔｒyｅｓfrom．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．Thiｓtimeplｅａsewｒｉteｔｈenameofthｅａnimａlseacｈ