新目標英語七年級下Unit 3教案

Unit3:Whydoyoulikekoalas?LanguagegoalsInthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,NewlanguageWhydoyoulikekoalabears?Becausethey’recute.They’reprettyinteresting.They’rekindofshy,They’reverybig.Namesofanimalssuchastiger,elephant,koalabear,dolphinDescriptionwordssuchassmart,cute,intelligentNamesofcountries:Australia,SouthAfrica,Recycledlanguagebetween,acrossfromHe’s/She’sfrom...He’s/She’sfiveyearsold.Namesofcountries;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.Thisactivityintroducesmorekeyvocabulary,Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.Pointoutthelistofeightnumberedadjectivesatthetop.Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.Correcttheanswers-2aThisactivityprovideslisteningpracticewiththetargetlanguage.Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.Playtherecordingagain.Studentscircletheadjectivestheyhear.ThenCorrecttheanswers.2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.Callattentiontothethreeheadings.Animal,Maria'sWordsandTony'sWords,andthewrite-onlinesundereach.Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)Pointoutthewrite-onlineswherestudentscanwritethesewords.Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.Checktheanswers.3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.They'reintelligent.Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.Asksomepairstopresenttheirconversationstotheclass.3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.Checktheanswers.3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.Checktheanswers.3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.Youmaywishtodoasampledescriptionwiththeclass.Chooseananimal'snameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?Askstudentstowri