新目标英语七年级下教案(1-12)

PAGE新目标英语八年级下册教案新目标英语八年级下册教案Unit1Whereisyourpenpalfrom?Topic:Countries,nationalities,andlanguages

Functions:Talkaboutcountries,nationalitiesandlanguages

Askandtellaboutwherepeoplelive

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

Wheredoes/do...from?

WhatquestionsWhatlanguagedoes/do...speak?

Targetlanguage:Whereisshefrom?

Sheisfrom

Wheredoesshelive?

Shelivesin

Whatlanguagedoesshespeak?

Shespeaks

Vocabulary:wordsaboutcountries,languages

Teachingdesign: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:CurryMuray

Age:75

From(Nationality):theUnitedStates

City:NewYork

Language:English

TeachingSteps: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:CurryMuray

Age:75

From(Nationality):theUnitedStates

City:NewYork

Language:English

TeachingSteps:Step1Leading-inTheinformationoftheteacher'sownpenpal'sinformation.

"Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?Whereisyourpenpalfrom?What'syourpenpal'sname?"

Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)Step2Learning

SectionA1a

LearnthenewwordsontheBb.Thenewwordsare:

penpal;Canada;France;Japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)

Payattentiontothepronuciationofthenewwords.

Step3Listening

1bListenandcirclethecountriesin1atheylearned

Step4petition

Twogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.

(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)

Step5Pairwork

1cPractisethefollowingconversation:

Doyouhaveapenpal?

Yes,Ido.

Where'syourpenpal'sfrom?

He/Sheisfrom(WriteitdownontheBb)

FirstThasaconversationwithonestudentasanexamplethenlettheSspractiseinpairs.Atlastletseveralpairsdoitagaininclass.

Step6Leading-in

RevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:

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

Step7Learning2a

LearnthecitynamestogetherwiththewholeclassjustlikeStep2

2b

Listenandcirclethecitiesandcountries

2c

Listenandpletethechart

Haveasimilarpetitiontoconsolidatethenewwordsinthispart.

Step8Pairwork

Thasaconversationwithonestudentlikethefollowing:

Doyouhaveapenpal?

Yes,Ido.

What'syourpenpal'sname?

His/Hernameis

Whereisyourpenpalfrom?

He/Sheisfrom...

Wheredoeshe/shelive?

He/Shelivesin(WriteitdownontheBb)

LettheSspractiseaftertheT'sexampleinpairsthenseveralpairsdoitinclass.

Step9Exercise

MypenpalisfromAustralia.(划线提问)

John'spenpalisfromJapan.(划线提问)

HelivesinParis.(划线提问)

Homework:Readandcopythenewwords.

CopythesentencesinGrammarFocus

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.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.Pointoutthefoursentences.Sayeachoneandaskstudentstorcpeat.Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eacbsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.Checkihcanswers.2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyouetoablankline.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（特别）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.Askstudentstopletethewritingindividually.(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.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.Havesomestudentsshowtheirpleteddrawingstotheclass.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.Readitaloudsayingblankeachtimeyouetoablankline.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)thepleteddrawingsandtomakesomestatementstoacpany(陪伴)them.Selfcheck1Thisactivityprovidesaprehensivereviewofallkeyvocabularypresentedinthisunit.Askstudentstocheckallthewordstheyknow.Youmaywishtohavethemcircleanywordsthattheydon'tknow.Askstudentstofindoutthemeaningsofanywordstheydon'tknow.Theycandothisbyreviewingtheunit.askingyou,askingtheirclassmatesorusingalearner'sdictionaryorbilingualdictionary.2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.AskstudentstoenterfivenewwordsintheirVocab-builderonpage108.Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.3Thisactivityprovidesreadingpracticefocusingonthegmmmaticalstructuresusedtoaskandsaywherethingsare.Askstudentstoreadtheletteranddrawtherouteonthemap.Answeranyquestionsstudentsmayhave.Checktheanswers.(Youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudenteanddrawtherouteonit.)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?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'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,Nowdrawalinebetweeneachanimalandthecountryitesfrom.Correcttheanswers.3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalsefrom.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.Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalare